2.1.1 create and nurture an information-rich learning environment which supports the needs of the school community. 2.1.2 provide access to information resources through efficient, effective and professionally-managed systems. 2.1.3 foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment. 2.1.4 appreciate the dynamic nature of ICTs and their role in education. In 2011 the iCentre at site 1 was re-branded, refurbished, and extended to create a flexible learning environment that fulfills the needs of learners in the 21st century. Miller (2008) posits that learning spaces should be designed so that they may foster active learning and teaching, support the learning goals of students and increase levels of engagement (p. 3). The iCentre has been designed with the future in mind; with space for collaborative group-work, independent study, creating with media, and whole-class teaching and learning. It is well-utilized by staff and students and there are rarely days when there are less than four classes booked in at any one time. Teachers may reserve space and laptops in the iCentre through NetBookIt, and we allow students to 'drop-in' from study classes when they do not otherwise have access to technology, or when they need assistance with research or the like.
It is important for students to feel they have ownership of a space to engage them in learning and provide opportunities for social and cultural growth (Hay, 2009). Prior to the redesign process at site 1, the library staff engaged in informal conversations with students across many year levels to gain insight into their imagined use of the space and what they considered to be important in terms of usability and functionality. The installation of a large projector scr
iCentre Extension
een has enabled the morning news to be quietly televised in the morning, and the provision of comfortable seating invites students and staff to use the space for relaxation during breaks.
Comfortable Seating
A learning environment is the product of both physical and virtual space. The iCentre website from site 1 represents a virtual space that is information-rich and supportive of individual learning styles. Today's learners use virtual spaces to collaborate, socialize, find information, and communicate with one another (Oblinger, 2005), and the website at site 1 enables students and staff to access information from a variety of databases, find the right tool for collaborating on projects, or find a good book to read. Looking to the future I need to reassess the content of the website to determine the value and the longevity of the resources within it. By chance I discovered that one of the search engines we were promoting, was no longer operational, and the dynamic nature of ICTs necessitates the continual reappraisal of the tools and resources we provide access to. I intend to take some time each month to reflect on what tools and resources will add the most value to student learning, and most importantly, I need to remember that technology can only enhance good pedagogy; it cannot replace it.
Excellent teacher librarians...
2.1.1 create and nurture an information-rich learning environment which supports the needs of the school community.
2.1.2 provide access to information resources through efficient, effective and professionally-managed systems.
2.1.3 foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment.
2.1.4 appreciate the dynamic nature of ICTs and their role in education.
In 2011 the iCentre at site 1 was re-branded, refurbished, and extended to create a flexible learning environment that fulfills the needs of learners in the 21st century. Miller (2008) posits that learning spaces should be designed so that they may foster active learning and teaching, support the learning goals of students and increase levels of engagement (p. 3). The iCentre has been designed with the future in mind; with space for collaborative group-work, independent study, creating with media, and whole-class teaching and learning. It is well-utilized by staff and students and there are rarely days when there are less than four classes booked in at any one time. Teachers may reserve space and laptops in the iCentre through NetBookIt, and we allow students to 'drop-in' from study classes when they do not otherwise have access to technology, or when they need assistance with research or the like.
It is important for students to feel they have ownership of a space to engage them in learning and provide opportunities for social and cultural growth (Hay, 2009). Prior to the redesign process at site 1, the library staff engaged in informal conversations with students across many year levels to gain insight into their imagined use of the space and what they considered to be important in terms of usability and functionality. The installation of a large projector scr
A learning environment is the product of both physical and virtual space. The iCentre website from site 1 represents a virtual space that is information-rich and supportive of individual learning styles. Today's learners use virtual spaces to collaborate, socialize, find information, and communicate with one another (Oblinger, 2005), and the website at site 1 enables students and staff to access information from a variety of databases, find the right tool for collaborating on projects, or find a good book to read. Looking to the future I need to reassess the content of the website to determine the value and the longevity of the resources within it. By chance I discovered that one of the search engines we were promoting, was no longer operational, and the dynamic nature of ICTs necessitates the continual reappraisal of the tools and resources we provide access to. I intend to take some time each month to reflect on what tools and resources will add the most value to student learning, and most importantly, I need to remember that technology can only enhance good pedagogy; it cannot replace it.